The Reality of High Quality Physical Education: The Crucial Role of Leadership

1. The Reality of High Quality Physical Education:The Crucial Role of Leadership Kim Henderson Physical Education Consultant for Barnet Children’s Service

3. Workshop Outcomes • To place good leadership at the heart of high-quality physical education • To ensure a robust and rigorous evaluation of the quality of PESS provision and its impact on standards and pupil’s progress • To determine key actions from SR process that will make a real difference for pupils in your school

4. Headlines from my school If an Ofsted Inspector came to your school today and asked for the 3 main highlights / headlines of PESS in your school – what would they be? ……and the 2 key areas for development?

5. Where are we now? Physical education in schools 2005/08 Published: April 2009 Ofsted says…………………………

6. “National data indicate a trend of rising standards and improved achievement over the past 3 years. There is no longer an attainment gap between boys and girls.”

7. “Good or outstanding teaching in 2/3 of schools visited – more variable in primary, where subject knowledge less secure and not fully compensated for by professional development”

8. “ Opportunities for pupils in Years 5&6 to take on responsibilities and leadership roles in physical education had increased”

9. “Monitoring, evaluation, strategic planning and systems for assessment were the weaker aspects of leadership and management”

10. “PESSYP strategy having a major impact …… widened participation in after-school and community club sports activities, improved leadership of the subject in primary schools, increased opps for PD and encouraged collaboration”

11. “PE has contributed effectively to ECM outcomes …….. Despite the improvements in PE, it has yet to have sufficient impact on tackling the health issue of childhood obesity”

12. Good PE teaching observed was characterised by……..

13. Where teaching and learning were satisfactory rather than good, the following features were usually evident………..

14. Examples of good assessment include…………..

15. Good uses of ICT to observe, evaluate and improve performance include………..

16. Teachers’ good questioning skills to ensure that pupils understood the task and what they needed to do to improve • A mix of teacher directed activities, peer teaching opportunities and pupils being guided to make decisions for themselves • Pupils enabled to use their observation, evaluation and feedback skills consistently to help improve their own and others’ work • Tasks and equipment planned to meet pupils’ differing needs • Effective deployment of TA’s

17. A lack of pace and physical activity, typically when teachers were passive or inactive for periods of the lesson or when teachers talked too much • Pupils watching performances with no opportunities to evaluate them or suggest improvements • Insufficient challenge, especially for more able pupils • An over-reliance on commercial schemes of work that have not been adapted to meet the needs of the pupils or that did not have clear learning objectives

18. Detailed assessment and records that reflect the 4 NC strands • Pupils tracking their own progress against learning criteria and setting their own targets for improvement • NC levels adapted to form the basis of a tracking sheet • Assessment information used effectively to identify pupils for additional support, such as hand- eye coordination or spatial awareness

19. Effective use of interactive whiteboard in classrooms to stimulate interest and motivation and to promote discussion of progress in previous lessons and targets for improvement before pupils moved to working area • Using still and moving images to analyse movement • TAs recording and evaluating performances • Recording performances to indicate pupils’ progress • Pupils use of laptops in gymnastics to view their work on sequences, enabling them to discuss how they might improve the quality of their performance

20. Good to outstanding leadership and management of the subject is characterised by………..

21. New Ofsted Schedule and SEF • Evolutionary rather than revolutionary • 2/3 of schools currently judged to be good or better – however the attainment gap is widening • Shift of focus – outcomes for CYP – ‘raising the bar’

22. Greater emphasis on… • Outcomes for individuals and groups of pupils • How well pupils are doing taking account of any variation • Use of assessment to support learning • Leadership and management of teaching and learning • Effectiveness of school’s engagement with parents and carers

23. Your school is judged ‘good’ for ‘The quality of pupils’ learning and their progress’. List the features that would support this judgement

24. Your school is judged ‘good’ for ‘The quality of teaching and the use of assessment to support learning’. List the features that would support this judgement

25. Your school is judged ‘good’ for ‘To what extent do pupils adopt healthy lifestyles’. List the features that would support this judgement

26. High Quality self review What does this reveal? What does your school self review tell you?

27. High Quality Learning and Teaching (in Physical Education) Is this shared with all staff? Do we all know what it looks like?

28. Teachers Planning • Sharp focus on outcomes - clarity of learning objective • Planned effective low and higher order questions • Planned opportunities to use their observation, evaluation and feedback skills consistently to help improve their own and others work • Length of unit

29. Coaching and Observation Observation templates – what do you have in school? Coaching model – finding solutions together

30. What are your whole school priorities???How can PESS support these?

31. Priorities for your school that will make a difference?How do they link with / match whole school priorities?How will you action?

32. Building on a Strong Foundation

33. From Foundation to KS1 What does the Early Years Profile tell us?

34. Teacher / peer / self assessment Using Learning Outcomes as assessment criteria

35. Exemplification and Moderation Using Core Task DVD and materials

36. From KS1 to KS 2 to KS3 How do we transfer information? What do we need to know?

37. The Primary Review • www.dcsf.gov.uk/primarycurriculumreview/ • Consultation period has been completed July 2009 • From January 2010 the DCSF and QCDA will offer guidance, and exemplification through case studies and other materials to help schools introduce the new primary curriculum from September 2011